The Impact of Feedback on Phonological Awareness Development

Autor/inn/en	Kazakou, Maria N.; Soulis, Spyros
Titel	The Impact of Feedback on Phonological Awareness Development
Quelle	In: Themes in Science and Technology Education, 7 (2014) 2, S.137-149 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1792-8788
Schlagwörter	Feedback (Response); Phonological Awareness; Individualized Instruction; Dyslexia; Intervention; Assistive Technology; Technology Uses in Education; Constructivism (Learning); Behaviorism; Learning Activities; Special Needs Students; Hypothesis Testing; Elementary School Students; Questionnaires; Interviews; Observation; Intermode Differences; Instructional Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Behaviourism; Behaviorismus; Lernaktivität; Sonderpädagogischer Förderbedarf; Hypothesenprüfung; Hypothesentest; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The utilization of Information and Communication Technologies (ICT) in educational practice is indispensable, while it becomes imperative in the education of individuals with special educational needs, as it promotes the application of Individualized Education Programs. Feedback in digital activities aiming at phonological awareness development is the topic under consideration in the present paper. The study has two objectives. On the one hand to study feedback as a differentiating factor for dyslexia intervention through the use of ICT and on the other hand to search for the type of feedback that helps students with dyslexia the most. The two different feedback types are based on behaviorist and constructivist approaches. Results show that constructivism is the theoretical model that feedback has to be based on, in order activities to be fruitful to students with dyslexia. (As Provided).
Anmerkungen	Themes in Science and Technology Education. The Educational Approaches to Virtual Reality Technologies Laboratory, University of Ioannina, Ioannina, GR 45110, Greece. Tel: +30-2651005697; Fax: +30-2651005854; Web site: http://earthlab.uoi.gr/theste
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01